Program-wide Behavior Support Plans for Programs Serving Students Who Are Deaf or Hard of Hearing in Illinois

2009 ◽  
Vol 154 (3) ◽  
pp. 293-299 ◽  
Author(s):  
Cheri Sinnott
Keyword(s):  
Hard Of Hearing ◽  
Behavior Support ◽  
Behavior Support Plans

Creating Positive Behavior Support Plans for Students with Significant Behavioral Challenges

1998 ◽  
Vol 17 (3-4) ◽  
pp. 27-38 ◽  
Author(s):  
Barbara J. Ayres ◽  
Deborah L. Hedeen
Keyword(s):  
Positive Behavior Support ◽  
Challenging Behaviors ◽  
Essential Elements ◽  
Positive Behavior ◽  
Elementary Student ◽  
Behavior Support ◽  
Behavioral Challenges ◽  
Behavior Support Plans ◽  
Problem Solving Teams ◽  
Support Plan

In this article, a process for creating positive behavior support plans for individual students who have difficult behaviors is described. Challenges facing rural educators are presented along with information on the essential elements of behavior support plans. A case illustrates the process used to create a positive behavior support plan for an elementary student with challenging behaviors. Supports for creating and supporting active problem solving teams in rural schools also are describe.

Effects of a Universal Classroom Management Intervention on Middle School Students With or At Risk of Behavior Problems

2020 ◽  
pp. 074193252092661
Author(s):  
James Sinclair ◽  
Keith C. Herman ◽  
Wendy M. Reinke ◽  
Nianbo Dong ◽  
Melissa Stormont
Keyword(s):  
Middle School ◽  
At Risk ◽  
Classroom Management ◽  
Academic Outcomes ◽  
Controlled Trial ◽  
Future Research ◽  
Control Group ◽  
Behavior Support ◽  
Behavior Support Plans ◽  
Youth At Risk

Universal interventions implemented in schools have the potential to impact large numbers of students on a multitude of behavioral and academic outcomes. In the context of a large group randomized controlled trial, the current study examined whether teacher-perceived student need for behavior support plans at baseline moderated the effects of a middle school universal classroom management training program, CHAMPS, which stands for Conversation, Help, Activity, Movement, Participation, and Success, on student outcomes. We hypothesized that students in CHAMPS classrooms who were identified by teachers at baseline as needing behavior support plans would have greater end-of-year improvements on behavior and academic outcomes relative to comparable youth in non-CHAMPS classrooms. Results indicated baseline teacher-perceived student behavior support need moderated some intervention outcomes; in particular, youth at risk in CHAMPS classrooms demonstrated improvements in concentration problems ( b = –.19) and communication arts outcomes ( b = .13) compared with youth at risk in control group classrooms. Implications of these findings and future research are discussed.

Elements of Behavior Support Plans: A Technical Brief

2000 ◽  
Vol 8 (3) ◽  
pp. 205-215 ◽  
Author(s):  
Robert H. Horner ◽  
George Sugai ◽  
Anne W. Todd ◽  
Teri Lewis-Palmer
Keyword(s):  
Behavior Support ◽  
Behavior Support Plans
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